《英语教学法教程》课件—01.ppt

Unit One1.Objectives of Unit oneIn this unit, the students are required to master some fundamental concepts and theories of language learning and teaching.Get to know what kind of course ELT is;understand the main purposes of learning this course;be aware of the main contents of this course.I. Warming-up Questions:1. What kind of course is ELT Methodology?a. What is teaching?Teaching is a complex process which can be conceptualized in a number of different ways. Traditionally, language teaching has been described in terms of what teachers do: that is, in terms of the actions and behaviors which teachers carry out in the classroom and the effects of these on learners. Teaching is a personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching. b. Methodology - method + -(o)logy (forming the name of a branch of science) 方法论c. What kind of course is ELT Methodology? ELT Methodology is a typically multidisciplinary (多种不同学科的综合训练方式的)course which is closely linked to such kinds of disciplinary as philosophy, pedagogy, psychology, linguistics, sociology and anthropology(人类学), etc. Linguistics sociolinguistics applied linguistics psycholinguistics sociology theory and practice of ELT psychology pedagogy 2. What are the purposes of learning this course? a. To provide learners with some current but basic theories related to language, language learning and language teaching. b. To help learners develop practical skills and techniques in teaching the language. c. To raise learners awareness and prepare them for dealing with practical issues in teaching practice. d. To develop learners reflective and cooperative learning strategies for their future professional development. e. To help learners develop their own ideas about ELT and the awareness of putting these ideas in their own teaching practice in the future. 3. What do you expect to learn or what do you want to learn from this course? (See the contents of the textbook)II. Some Reference books: Brown, H. D. (1994a). Principles of Language Learning and Teaching. New York: Prentice Hall. Brown, H. D. (1994b). Teaching by Principles, an Interactive Approach to Language Pedagogy. New York: Prentice Hall. Harmer, J. (1983). The Practice of English Language Teaching. Longman.Harmer, J. How to Teach English. 北京：外语教学与研究出版社, 2000.Howatt, A. P. R. A History of English Language Teaching. 上海：上海外语教育出版社, 1999.Johnson, K. An Introduction to Foreign Language Learning and Teaching. 北京：外语教学与研究出版社, 2002.Nunan, D. (1991). Language Teaching MethodologyA Textbook for Teacher. New York: Prentice Hall. Richards, J. & Rodgers, T. (See Textbook, P199)Ur, P. (See Textbook, P199)刘润清.论大学英语教学. 北京：外语教学与研究出版社, 1999.束定芳、庄智象. 现代外语教学理论、实践与方法. 上海：上海外语教育出版社, 1996.Some English Journals:1. Modern English Teaching (practical ideas by non-native English teachers)2. Applied Linguistics (theoretical issues for second language acquisition)3. ELT Journal4. Language Teaching (abstract journal, abstracts from other magazinessource journal)5. ELT in China国内主要杂志、刊物：国内主要杂志、刊物：外国语外语界外语教学与研究外语与外语教学 国外外语教学 中小学外语教学 中小学英语教学与研究 山东外语教学 高师英语教学与研究课程教材教法 高等师范教育研究网站：网站：http:/http:/ 2.Concepts of language and implications1)Language is a system of structures:structural learning,formal instruction of grammatical structures2)Language is a means of communication:instruction focused on the functions and notions of language;learning through using3)Language is the reflection of cultures:instruction on cultures and focus on appropriateness of speech4)Language is the reflection of human thought process:learning is the thought-provoking process;to improve cognition of learners.5)Language is performance:application of authentic materials;learning language as it is used6)Language is full of varieties:instruction of dialects,register,gender, discourse to improve the appropriateness of language use.Theories of languageAt least three theoretical views of language and the nature of language proficiency explicitly or implicitly inform current approaches and methods in language teaching. The first, and the most traditional of the three, is the structural view, the view that language is a system of structurally related elements for the coding of meaning. The target of language learning is seen to be the mastery of elements of this system, which are generally defined in terms of phonological units(e.g., phonemes), grammatical units(e.g., clauses, phrases, sentences), grammatical operations(e.g., adding, shifting, joining, or transforming elements), and lexical items(e.g., function words and structure words). The structural view of language sees language as a linguistic system made up of various subsystems. Methods based on this viewthe Audio-lingual method Total Physical Response the Oral ApproachSituational Language TeachingThe second view of language is the functional view, the view that language is a vehicle for the expression of functional 。